Educational hub refers to centres of excellence in higher education and research whose aims are to provide high-quality education for both national and international students to enhance the competitiveness of the country. These educational hubs provide an opportunity for knowledge exchanges and innovation in local regions through education and training. In response to the COVID-19 pandemic, rapid shifts were made towards online learning in education around the world. Although the lockdown is over, remote learning will likely play an increasingly prominent role in education. The adoption of scaled remote learning during the pandemic provided evidence of the importance of online learning. They offer an insight into global society, helping prepare students for an increasingly interconnected world by facilitating links between different regions. Educational hubs can be tied to distance learning and are successful in attracting international students when offering a combination of distance learning methods and innovative programs. This paper examines the phenomenon of educational hubs in higher education for international education through online learning with digital technology. New opportunities for online and distance learning within the definition of educational hubs are analyzed, and three online and blended learning models that reflect the development of educational hubs based on COVID-19 conditions of education are offered. In addition, the successful cases and experiences of distance learning hubs in China and Iran in recent years are described.
{"title":"A Narrative Case History of Distance Education Before, During, and After COVID-19 in China and Iran","authors":"M. Keshavarz, Lisheng Yuan","doi":"10.21432/cjlt28275","DOIUrl":"https://doi.org/10.21432/cjlt28275","url":null,"abstract":"Educational hub refers to centres of excellence in higher education and research whose aims are to provide high-quality education for both national and international students to enhance the competitiveness of the country. These educational hubs provide an opportunity for knowledge exchanges and innovation in local regions through education and training. In response to the COVID-19 pandemic, rapid shifts were made towards online learning in education around the world. Although the lockdown is over, remote learning will likely play an increasingly prominent role in education. The adoption of scaled remote learning during the pandemic provided evidence of the importance of online learning. They offer an insight into global society, helping prepare students for an increasingly interconnected world by facilitating links between different regions. Educational hubs can be tied to distance learning and are successful in attracting international students when offering a combination of distance learning methods and innovative programs. This paper examines the phenomenon of educational hubs in higher education for international education through online learning with digital technology. New opportunities for online and distance learning within the definition of educational hubs are analyzed, and three online and blended learning models that reflect the development of educational hubs based on COVID-19 conditions of education are offered. In addition, the successful cases and experiences of distance learning hubs in China and Iran in recent years are described.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86399026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Metaphors of Ed Tech, Martin Weller explores the field of learning technology in both the broadest and deepest senses. Weller chooses the application of metaphors as a method, and the resulting book reads more like an enjoyable set of ruminations than rigorous investigation. Weller has long employed metaphors and analogies on his blog, going back to 2006, and in this book he sets out to apply this “more playful aspect of thinking and writing about educational technology (ed tech)” across its practice and culture (p. 3).
{"title":"Metaphors of Ed Tech, 2022. By Martin Weller. Athabasca University Press. 192 pages. ISBN 9781771993500","authors":"Brian Lamb","doi":"10.21432/cjlt28490","DOIUrl":"https://doi.org/10.21432/cjlt28490","url":null,"abstract":"In Metaphors of Ed Tech, Martin Weller explores the field of learning technology in both the broadest and deepest senses. Weller chooses the application of metaphors as a method, and the resulting book reads more like an enjoyable set of ruminations than rigorous investigation. Weller has long employed metaphors and analogies on his blog, going back to 2006, and in this book he sets out to apply this “more playful aspect of thinking and writing about educational technology (ed tech)” across its practice and culture (p. 3).","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"85 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83879446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The spectre of COVID-19 and its global transformational legacy on all aspects of teaching and learning overshadows this issue of the Canadian Journal of Learning and Technology. The near-universal demand for remote learning and the reliance on learning technologies not only transformed the educational environment but also shifted many preconceived notions about the interplay between the dissemination of knowledge and technology. The surge in technology's prominence in education and the quick pedagogical pivot impacted all aspects of teaching and learning with both short- and long-term consequences. This issue explores the impact of this shift, the slow recovery and the permanent transformation of the learning landscape from the institutional, teacher, and student perspectives. We invite you to review the content summary of this journal issue.
{"title":"Editorial Volume 49 Issue 1","authors":"Michael Dabrowski, M. Cleveland-Innes","doi":"10.21432/cjlt28496","DOIUrl":"https://doi.org/10.21432/cjlt28496","url":null,"abstract":"The spectre of COVID-19 and its global transformational legacy on all aspects of teaching and learning overshadows this issue of the Canadian Journal of Learning and Technology. The near-universal demand for remote learning and the reliance on learning technologies not only transformed the educational environment but also shifted many preconceived notions about the interplay between the dissemination of knowledge and technology. The surge in technology's prominence in education and the quick pedagogical pivot impacted all aspects of teaching and learning with both short- and long-term consequences. This issue explores the impact of this shift, the slow recovery and the permanent transformation of the learning landscape from the institutional, teacher, and student perspectives. We invite you to review the content summary of this journal issue.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81669741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As Canadian post-secondary institutions emerge from the pandemic restrictions, they are in a historically unique position to assess how online education has both facilitated and hindered learning, and how the effects might be greater for some. In this study, open-ended comments from the Canadian Digital Learning Research Association 2022 Spring National Survey were analyzed to understand how online and/or hybrid learning both supported equity, diversity, and inclusion (EDI) and presented EDI-related challenges. The findings were that: (a) online and hybrid learning presents challenges of access for students marginalized by “race,” class, and location; (b) online and hybrid learning supports EDI by increasing access and flexibility; (c) pedagogy and course design are central to ensuring that online and/or hybrid learning supports EDI; and (d) student experiences and expectations around online learning indicate a need for support and flexibility. These findings highlight some of the promises of online and hybrid learning, but they also bring to light some of the challenges. This paper discusses three challenges, access, pedagogy, and technology, as well as flexibility, and recommendations that might begin to address EDI.
{"title":"Accessing Education: Equity, Diversity, and Inclusion in Online Learning","authors":"S. Ikebuchi","doi":"10.21432/cjlt28349","DOIUrl":"https://doi.org/10.21432/cjlt28349","url":null,"abstract":"As Canadian post-secondary institutions emerge from the pandemic restrictions, they are in a historically unique position to assess how online education has both facilitated and hindered learning, and how the effects might be greater for some. In this study, open-ended comments from the Canadian Digital Learning Research Association 2022 Spring National Survey were analyzed to understand how online and/or hybrid learning both supported equity, diversity, and inclusion (EDI) and presented EDI-related challenges. The findings were that: (a) online and hybrid learning presents challenges of access for students marginalized by “race,” class, and location; (b) online and hybrid learning supports EDI by increasing access and flexibility; (c) pedagogy and course design are central to ensuring that online and/or hybrid learning supports EDI; and (d) student experiences and expectations around online learning indicate a need for support and flexibility. These findings highlight some of the promises of online and hybrid learning, but they also bring to light some of the challenges. This paper discusses three challenges, access, pedagogy, and technology, as well as flexibility, and recommendations that might begin to address EDI.\u0000 ","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"29 5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81075670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to examine students' online satisfaction in the context of emergency remote teaching. The research was carried out in a concurrent triangulation design from the mixed method. The quantitative data of the study were collected from 2663 students studying at different faculties/schools of a state university in Turkey in the fall semester of the 2020-2021 academic year. Participants consist of students who participated voluntarily according to the convenient sampling method. Qualitative data were collected from 494 students who express their opinion through free text answers. The "e-satisfaction scale" was used to determine students' online learning satisfaction. The number of logins to live course, the number of recorded course view and the number of logins to LMS of students are behavioural engagement indicators. According to the findings, the students have a moderate level of satisfaction. There is a significant difference between both academic achievement and engagement of students with different satisfaction levels. Longing for face-to-face education, the usefulness of the LMS, inadequate assessment, the inefficiency of online learning, technical problems, challenges of the process, and insufficient instructors are opinions frequently mentioned by students. The results obtained in this study not only determine the current situation regarding student satisfaction but also provide important clues about improving online learning.
{"title":"University Student Satisfaction and Behavioural Engagement During Emergency Remote Teaching","authors":"Necati Taşkın, Bülent Kandemir, Kerem Erzurumlu","doi":"10.21432/cjlt28242","DOIUrl":"https://doi.org/10.21432/cjlt28242","url":null,"abstract":"This study aimed to examine students' online satisfaction in the context of emergency remote teaching. The research was carried out in a concurrent triangulation design from the mixed method. The quantitative data of the study were collected from 2663 students studying at different faculties/schools of a state university in Turkey in the fall semester of the 2020-2021 academic year. Participants consist of students who participated voluntarily according to the convenient sampling method. Qualitative data were collected from 494 students who express their opinion through free text answers. The \"e-satisfaction scale\" was used to determine students' online learning satisfaction. The number of logins to live course, the number of recorded course view and the number of logins to LMS of students are behavioural engagement indicators. According to the findings, the students have a moderate level of satisfaction. There is a significant difference between both academic achievement and engagement of students with different satisfaction levels. Longing for face-to-face education, the usefulness of the LMS, inadequate assessment, the inefficiency of online learning, technical problems, challenges of the process, and insufficient instructors are opinions frequently mentioned by students. The results obtained in this study not only determine the current situation regarding student satisfaction but also provide important clues about improving online learning.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86111661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The pandemic of 2020 frequently necessitated that offshore school teachers continue their instruction of Chinese children in the online format rather than face-to-face back in China; a so-called emergency remote teaching response. A required change in pedagogy accompanied a range of challenges in an effort to offer quality education to English as a Second Language (ESL) students. During the fall 2020-2021 academic year, a sample of 25 teachers and 3 principals provided feedback on those inherent challenges in a mixed method study consisting of surveys, interviews, and focus groups. Factors that impacted the delivery were identified in broad categories of teacher lifestyle, hindrances with technology, teaching practice, and pedagogical support. The findings were unique in that 1) they were nested in a response to a difficult context as opposed to a carefully planned online instruction and 2) second language students constituted a different learning cohort. This work further adds to the literature by suggesting that cognitive load, self-regulation, and attentional literacy deserve careful consideration when contexts of ESL learning with technology are implicated. This work further adds to the literature by suggesting that cognitive load, self-regulation and attentional literacy deserve careful consideration when contexts of ESL learning with technology are implicated.
{"title":"Emergency Remote Teaching: The Challenges Associated with a Context of Second Language Instruction","authors":"Gregory R. MacKinnon, T. MacLean","doi":"10.21432/cjlt28277","DOIUrl":"https://doi.org/10.21432/cjlt28277","url":null,"abstract":"The pandemic of 2020 frequently necessitated that offshore school teachers continue their instruction of Chinese children in the online format rather than face-to-face back in China; a so-called emergency remote teaching response. A required change in pedagogy accompanied a range of challenges in an effort to offer quality education to English as a Second Language (ESL) students. During the fall 2020-2021 academic year, a sample of 25 teachers and 3 principals provided feedback on those inherent challenges in a mixed method study consisting of surveys, interviews, and focus groups. Factors that impacted the delivery were identified in broad categories of teacher lifestyle, hindrances with technology, teaching practice, and pedagogical support. The findings were unique in that 1) they were nested in a response to a difficult context as opposed to a carefully planned online instruction and 2) second language students constituted a different learning cohort. This work further adds to the literature by suggesting that cognitive load, self-regulation, and attentional literacy deserve careful consideration when contexts of ESL learning with technology are implicated.\u0000This work further adds to the literature by suggesting that cognitive load, self-regulation and attentional literacy deserve careful consideration when contexts of ESL learning with technology are implicated.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77892400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emmanuel Duplàa, Béatrice Crettenand Pecorini, J. Weber, Mario Blouin
Cet article propose de faire le lien entre les différentes révolutions industrielles, les principales théories de l’apprentissage et la formation en ligne : à travers l’histoire, nous montrons comment l’éducation s’est toujours plus centrée sur l’apprenant, quand nos systèmes de production et d’éducation de masse ont dépossédé les consommateurs de la conception et de l’agencement des produits et les apprenants de leurs curriculums d’apprentissage. En introduisant une dimension connectiviste dans un cours à l’université, nous montrons ses effets sur les étudiants, sur leurs apprentissages et sur comment le connectivisme pourrait permettre de développer les compétences essentielles à la quatrième révolution industrielle.
{"title":"L’apprentissage en ligne dans le contexte de la quatrième révolution industrielle : le cas d’un module connectiviste en contexte universitaire","authors":"Emmanuel Duplàa, Béatrice Crettenand Pecorini, J. Weber, Mario Blouin","doi":"10.21432/cjlt28411","DOIUrl":"https://doi.org/10.21432/cjlt28411","url":null,"abstract":"Cet article propose de faire le lien entre les différentes révolutions industrielles, les principales théories de l’apprentissage et la formation en ligne : à travers l’histoire, nous montrons comment l’éducation s’est toujours plus centrée sur l’apprenant, quand nos systèmes de production et d’éducation de masse ont dépossédé les consommateurs de la conception et de l’agencement des produits et les apprenants de leurs curriculums d’apprentissage. En introduisant une dimension connectiviste dans un cours à l’université, nous montrons ses effets sur les étudiants, sur leurs apprentissages et sur comment le connectivisme pourrait permettre de développer les compétences essentielles à la quatrième révolution industrielle.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"117 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83482214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bentuk penelitian yang diterapkan dalam kajian ini adalah penelitian kuantitatif. Adapun metode penelitian yang digunakan adalah survei. Instrumen penelitian menggunakan angket respon mahasiswa. Responden yang mengikuti pengisian angket adalah 65 mahasiswa. Terdapat tiga aspek yang dinilai oleh siswa, yakni: aspek tampilan, aspek penyajian materi, dan aspek manfaat dengan total pernyataan adalah 16 item pernyataan. Setelah data dikumpulkan dan diolah, diperoleh hasil bahwa respon mahasiswa terhadap E-modul Praktikum IPA adalah sangat positif, baik dari aspek tampilan, penyajian materi, dan manfaat. Beberapa faktor yang membuat siswa memberikan respon sangat positif memberikan hasil presentase 81,3 % dengan kriteria sangat kuat. Respon mahasiswa terhadap penggunaan E-Modul Praktikum IPA di SD digolongkan menjadi tiga indikator meliputi: kesesuaian E-Modul dengan praktikum, penggunan software yang sesuai untuk E-modul, dan mendorong kemandirian mahasiswa. Implikasi respon mahasiswa ini memberikan potensi penggunaan E-modul Praktikum IPA dalam pembelajaran jarak jauh di Universitas Terbuka.
{"title":"ANALISIS RESPON MAHASISWA TERHADAP PENGGUNAAN E-MODUL PRAKTIKUM IPA DI SD PADA PEMBELAJARAN JARAK JAUH","authors":"A. A. K. Budiastra, Iwan Wicaksono","doi":"10.33830/jlt.v2i1.4410","DOIUrl":"https://doi.org/10.33830/jlt.v2i1.4410","url":null,"abstract":"Bentuk penelitian yang diterapkan dalam kajian ini adalah penelitian kuantitatif. Adapun metode penelitian yang digunakan adalah survei. Instrumen penelitian menggunakan angket respon mahasiswa. Responden yang mengikuti pengisian angket adalah 65 mahasiswa. Terdapat tiga aspek yang dinilai oleh siswa, yakni: aspek tampilan, aspek penyajian materi, dan aspek manfaat dengan total pernyataan adalah 16 item pernyataan. Setelah data dikumpulkan dan diolah, diperoleh hasil bahwa respon mahasiswa terhadap E-modul Praktikum IPA adalah sangat positif, baik dari aspek tampilan, penyajian materi, dan manfaat. Beberapa faktor yang membuat siswa memberikan respon sangat positif memberikan hasil presentase 81,3 % dengan kriteria sangat kuat. Respon mahasiswa terhadap penggunaan E-Modul Praktikum IPA di SD digolongkan menjadi tiga indikator meliputi: kesesuaian E-Modul dengan praktikum, penggunan software yang sesuai untuk E-modul, dan mendorong kemandirian mahasiswa. Implikasi respon mahasiswa ini memberikan potensi penggunaan E-modul Praktikum IPA dalam pembelajaran jarak jauh di Universitas Terbuka.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84436429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fatimah Layba Ibrahim, Heni Nurhaeni, Audi Yundayani, F. Alghadari
The use of English in medical contexts is rising globally. The English for nursing purposes assists students meet the requirement by addressing their needs in the context of nursing, particularly their speaking abilities. However, the shift from offline to online learning has an effect on nursing students' opportunity to practice their English-speaking skills. This study attempts to identify the language learning strategies (LLS) that nursing students employ to improve their speaking abilities for vocational objectives. Forty nursing students from an Indonesian nursing academy were the study's respondents. A questionnaire was used to obtain the data. This study found that (1) in the memory LLS, 92.5 percent of students tend to translate Indonesian sentences into English and produce them orally. In addition, they attempt to recall new English terms by pronouncing them; (2) in the cognitive LLS, 95% of them prefer to practice speaking in front of the mirror; (3) in the compensation LLS, 92.5% of them practice catching the other speaker's main point; (4) in the metacognitive LLS, 95% of them correct their mistakes on their own; (5) in the affective LLS, 95% of them encourage themselves to speak; and (6) in the social LLS, 92.5% of the students practice asking the other speaker to clarify what. According to the findings of the study, nursing students demonstrate an appropriate use of LLS, which results in their English acquisition.
{"title":"LANGUAGE LEARNING STRATEGIES IN ENGLISH SPEAKING SKILLS: GAINING THE PERSPECTIVE OF NURSING STUDENTS","authors":"Fatimah Layba Ibrahim, Heni Nurhaeni, Audi Yundayani, F. Alghadari","doi":"10.33830/jlt.v2i1.4411","DOIUrl":"https://doi.org/10.33830/jlt.v2i1.4411","url":null,"abstract":"The use of English in medical contexts is rising globally. The English for nursing purposes assists students meet the requirement by addressing their needs in the context of nursing, particularly their speaking abilities. However, the shift from offline to online learning has an effect on nursing students' opportunity to practice their English-speaking skills. This study attempts to identify the language learning strategies (LLS) that nursing students employ to improve their speaking abilities for vocational objectives. Forty nursing students from an Indonesian nursing academy were the study's respondents. A questionnaire was used to obtain the data. This study found that (1) in the memory LLS, 92.5 percent of students tend to translate Indonesian sentences into English and produce them orally. In addition, they attempt to recall new English terms by pronouncing them; (2) in the cognitive LLS, 95% of them prefer to practice speaking in front of the mirror; (3) in the compensation LLS, 92.5% of them practice catching the other speaker's main point; (4) in the metacognitive LLS, 95% of them correct their mistakes on their own; (5) in the affective LLS, 95% of them encourage themselves to speak; and (6) in the social LLS, 92.5% of the students practice asking the other speaker to clarify what. According to the findings of the study, nursing students demonstrate an appropriate use of LLS, which results in their English acquisition.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82190836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I. Komang, Adil Subagio, Asnah Marlina, N. Limbong, Info Artikel, Abstrak, Dampak Teknologi, Pendidikan Tik
Pada bidang pendidikan di Indonesia, terdapat beberapa hal yang menunjukkan pentingnya penggunaan TIK, yaitu (1) memaksimalkan kualitas pendidikan di seluruh jenjang; (2) mengantisipasi kesenjangan fasilitas Pendidikan karena perbedaan geografis; (3) pergerakan dinamis sosiobudaya masyarakat; dan (4) memperkuat rasa nasionalisme bangsa. Penelitian ini bertujuan mengeksplor dampak teknologi informasi dan komunikasi terhadap aktivitas pendidikan. Jenis penelitian ini yaitu studi deskriptif kualitatif ini dengan melibatkan 2 orang guru dan 5 orang siswa kelas XII SMK Negeri 1 Seririt. Instrumen yang digunakan yaitu lembar observasi dan panduan wawancara. Analisis data menerapkan analisis interaktif kualitatif. Hasil penelitian membuktikan bahwa (1) Dampak positif TIK yaitu pembelajaran lebih inovatif, meningkatkan pemahaman siswa, memudahkan pembelajaran tanpa batasan waktu dan ruang, memperkaya sumber belajar, memfasilitasi pembelajaran berbasis online.; dan (2) Dampak negatif TIK yaitu perubahan nilai, norma, aturan, maupun moral kehidupan yang berlawanan dengan apa yang diyakini oleh masyarakat. Oleh karena itu, dapat disimpulkan bahwa teknologi informasi dan komunikasi memberikan dampak positif dan negatif tergantung dari pengoperasiannya.
{"title":"DAMPAK TEKNOLOGI INFORMASI DAN KOMUNIKASI TERHADAP AKTIVITAS PENDIDIKAN","authors":"I. Komang, Adil Subagio, Asnah Marlina, N. Limbong, Info Artikel, Abstrak, Dampak Teknologi, Pendidikan Tik","doi":"10.33830/jlt.v2i1.5844","DOIUrl":"https://doi.org/10.33830/jlt.v2i1.5844","url":null,"abstract":"Pada bidang pendidikan di Indonesia, terdapat beberapa hal yang menunjukkan pentingnya penggunaan TIK, yaitu (1) memaksimalkan kualitas pendidikan di seluruh jenjang; (2) mengantisipasi kesenjangan fasilitas Pendidikan karena perbedaan geografis; (3) pergerakan dinamis sosiobudaya masyarakat; dan (4) memperkuat rasa nasionalisme bangsa. Penelitian ini bertujuan mengeksplor dampak teknologi informasi dan komunikasi terhadap aktivitas pendidikan. Jenis penelitian ini yaitu studi deskriptif kualitatif ini dengan melibatkan 2 orang guru dan 5 orang siswa kelas XII SMK Negeri 1 Seririt. Instrumen yang digunakan yaitu lembar observasi dan panduan wawancara. Analisis data menerapkan analisis interaktif kualitatif. Hasil penelitian membuktikan bahwa (1) Dampak positif TIK yaitu pembelajaran lebih inovatif, meningkatkan pemahaman siswa, memudahkan pembelajaran tanpa batasan waktu dan ruang, memperkaya sumber belajar, memfasilitasi pembelajaran berbasis online.; dan (2) Dampak negatif TIK yaitu perubahan nilai, norma, aturan, maupun moral kehidupan yang berlawanan dengan apa yang diyakini oleh masyarakat. Oleh karena itu, dapat disimpulkan bahwa teknologi informasi dan komunikasi memberikan dampak positif dan negatif tergantung dari pengoperasiannya.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"115 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80829306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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